Group awareness and regulation in computer-supported collaborative learning

Schnaubert, Lenka; Bodemer, Daniel

doi:10.1007/s11412-022-09361-1

Authors

Dr LENKA SCHNAUBERT Lenka.Schnaubert@nottingham.ac.uk
Assistant Professor

Daniel Bodemer

Abstract

Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learning partners or the collaborating group. Most CSCL research activities concerned with group awareness aim at modifying learners' awareness using so-called group awareness tools. However, there are much less attempts to measure group awareness and to conceptualize its formation. Thus, building on existing group awareness research, this article derives a conceptualization with six defining aspects of group awareness: (1) group awareness is cognitive, (2) group awareness is conscious, (3) group awareness is current, (4) group awareness is individual, (5) group awareness is social, and (6) group awareness is perceived as valid. Additionally, while it is often assumed that group awareness builds on self-regulatory skills, its role in regulating behavior and cognition within a social context is seldom explored. Thus, this article aims at defining and analyzing the concept of group awareness, specifying its relation to regulatory processes, and sketching possible research paths whilst building on, complementing, and informing tool-driven research.

Citation

Schnaubert, L., & Bodemer, D. (2022). Group awareness and regulation in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 17(1), 11-38. https://doi.org/10.1007/s11412-022-09361-1

Journal Article Type	Article
Acceptance Date	Jan 18, 2022
Online Publication Date	Mar 9, 2022
Publication Date	2022-03
Deposit Date	Mar 14, 2023
Publicly Available Date	Mar 15, 2023
Journal	International Journal of Computer-Supported Collaborative Learning
Print ISSN	1556-1607
Electronic ISSN	1556-1615
Publisher	Springer Verlag
Peer Reviewed	Peer Reviewed
Volume	17
Issue	1
Pages	11-38
DOI	https://doi.org/10.1007/s11412-022-09361-1
Keywords	Human-Computer Interaction; Education; Group awareness; CSCL; Metacognitive regulation; Partner modelling; Working memory
Public URL	https://nottingham-repository.worktribe.com/output/18521458
Publisher URL	https://link.springer.com/article/10.1007/s11412-022-09361-1

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